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NOTETAKING SKILLS INSTRUCTION FOR DEVELOPMENT OF MIDDLE SCHOOL STUDENTS’ NOTETAKING PERFORMANCE
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Ilhan Ilter 《Psychology in the schools》2017,54(6):596-611
The objective of this study was to investigate the effects of explicit instruction in notetaking skills on the notetaking performance of seventh‐grade students at different reading ability levels. The students in the notetaking instruction condition (NTI) received classroom‐based notetaking skills instruction (approximately 40 minutes) every week for 10 weeks. The comparison condition students (CNT) were asked to use conventional notetaking (CNT) that was embedded within the daily social studies lessons. The participants’ reading comprehension abilities were identified through the Sentence Verification Technique, which consisted of a 16‐item expository text. A notetaking performance test (NTPT) was used to assess the effect of notetaking skills instruction on two dimensions of the participants’ notes (verbatim copying and terse value). The results demonstrated that the terse value of students’ notes in the NTI condition was significantly better than that of the students in the CNT condition. The students in the NTI condition reduced their percentage of verbatim copying and used fewer words to cover more main concepts in the NTPT that followed the instructional intervention. Surprisingly, the students at low reading ability showed the greatest gains in notetaking performance from verbatim copying to terse notetaking. 相似文献
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Alikasifoglu M Erginoz E Ercan O Albayrak-Kaymak D Uysal O Ilter O 《Child abuse & neglect》2006,30(3):247-255
OBJECTIVE: The objective of the study was to determine the prevalence of sexual abuse in female adolescents in Istanbul, Turkey from data collected as part of a school-based population study on health and health behaviors. METHOD: A stratified cluster sampling procedure was used for this cross-sectional study. The study sample included 1,955 randomly selected 9th through 11th grade female students attending 26 randomly-selected high schools in Istanbul. A self-report questionnaire was administered anonymously in the classroom. Information on sexual abuse history was collected through the questions investigating "touching" and "intercourse." RESULTS: Of 1,955 female students, 1,871 (95.7%) provided answers to the questions addressing unwanted sexual experience. Of these, 250 (13.4%) reported sexually abusive experiences. Two hundred and thirteen (11.3%) students reported that someone touched their private parts in a way they did not like; 91 (4.9%) reported they were forced to have sexual intercourse; 54 (3.0%) reported both types of sexual abuse. Incest was reported by 1.8% of the subjects. Ninety-three percent of the perpetrators were reported to be male. CONCLUSIONS: This is the first reported school-based study to determine the prevalence of sexual abuse in Turkey. The results show that at least 13.4% of female high school students disclosed having experienced sexual abuse during childhood. 相似文献
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Tahsin Ilhan Fidan Korkut-Owen Susan Furr Sejal Parikh 《International journal for the advancement of counseling》2012,34(1):55-71
This study examines the perceptions and experiences of international counseling students (ICSs) in university training programs
in Turkey. A majority of participants reported they had adjusted positively, but did experience problems related to language,
food, and customs. Participants largely also thought that the training in Turkey met their expectations, although some stated
they desired more counseling coursework and applied experiences. More than half of the ICSs surveyed thought that they would
not return to their home countries because of job opportunity problems. The results are considered in relation to counselor
training in Turkey and student adaptation in that context. 相似文献
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Ilhan Karatas 《欧洲师范教育杂志》2014,37(3):390-405
This study examines the effect of three different computer integration models on pre-service mathematics teachers’ beliefs about using computers in mathematics education. Participants included 104 pre-service mathematics teachers (36 second-year students in the Computer Oriented Model group, 35 fourth-year students in the Integrated Model (IM) group and 33 fifth-year students in the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) group. The results indicated a remarkable change in beliefs within the EMReMaS and IM groups concerning computer use in teaching and learning mathematics. The present study offers empirical evidence that the pre-service mathematics teachers’ experiences in computer-based mathematics courses played a significant role in this change. Teacher education programmes should consider this learning method for pre-service teachers. 相似文献
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The highly transparent Turkish orthography was employed to examine imageability in relation to level of skill in two experiments. In experiment 1, previously skilled readers (n = 24)named 40 high frequency and 40 low frequency words manipulatedfactorially with imageability. A significant main effect was onlyfound for frequency. In experiment 2, a total of 44 adult Turkishreaders (16 very skilled and 28 skilled) named the same stimulias in experiment 1. The results showed an expected main effectfor skill and frequency. However, whilst the main effect forimageability was nonsignificant, a 2-way interaction of skill byimageability and a 3-way interaction of skill by imageability byfrequency were found to be significant. Very skilled readersnamed high imageable low frequency words significantly fasterthan matched low imageable low frequency words. Insofar as poorreaders are concerned the results are contradictory to previousfindings in English whilst data from highly skilled participantsare in line with those reported for skilled readers for English.Implications of these findings on the existing literature arediscussed. 相似文献
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Ayse C. Ilhan 《The International Journal of Art & Design Education》2005,24(3):254-260
Every educational system should meet certain criteria that establish quality in teaching and learning. These criteria are often provided by aims and objectives listed in school curricula. After describing and commenting on the history of school education in Turkey, the main question posed in this research is how to change the Turkish primary school education in visual arts so that its quality will improve. After analysing the situation, this work provides an outline of how this may be achieved. In the future, the insights gained may be very useful for an incorporation of European standards into the Turkish educational system. 相似文献
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